Arrangement Of Items Research Articles

Serial position as a stimulus in serial learning

Summary Young (1962) has presented evidence which indicates that S associates each item in a serial list with its distinctive temporal position in the list. In this experiment, Young found that items maintaining the same serial position (S-items) in a second list were learned faster than items placed in different positions (D-items), demonstrating a positive effect of position constancy between the two lists. However, it is possible to interpret these results in terms of a chain connecting the S-items with the D-items learned in the original list. The present experiment tested the validity of this explanation in terms of mediation by employing an arrangement of items in which mediation could occur but position associations would not facilitate second-list learning. This was accomplished by shifting the S-items up or down one serial position but maintaining the same relative order in the list. In addition, a further test of the position hypothesis was conducted with a list in which no obvious patterning of S-items was present, allowing the elimination of the mediational chain as a possible aid to second-list learning. The results of the experiment gave no evidence for the operation of the mediational chain either in the learning of the shifted items (Group M) or in the types of errors observed during the second-list learning of Group Y. In addition, the positive effect of constant serial position for the condition (Group P) in which the operation of serial chains was minimized provided further evidence for position association in serial learning.

A Sacrifice Without a Deity in the Athenian State Calendar

A fairly long, though incomplete, list of sacrifices for the festival of the Eleusinia from the Athenian State Calendar of the end of the fifth century B.C. is preserved in the inscription published in Hesperia 4 (1935), 21, column three, lines 60–86. The arrangement of items can best be illustrated by the beginning of the column in question:Throughout the State Calendar the scheme of entries is regularly the same:A few successive lines will illustrate this further:

Electric drive system for a steerable aerial at a satellite-communication Earth station

The paper describes the control and motor-drive system for the steerable aerial located at the Post Office Earth station, Goonhilly Downs, Cornwall. Specification, performance and control racilities are detailed for the purpose of establishing the general design considerations involved. The arrangement of the principal items of the closed-loop Ward Leonard drive is given briefly, and particular attention is then directed in the remaining sections of the paper to the design and performance of the servosystem. The basic linear equations of the system are developed for the major components, and the nonlinear restrictions are then introduced to establish the complete analogue network for the computer analysis. The simulation of the nonlinear elements is detailed for the particular cases of saturation limits, `dead band? and backlash; a useful method of derivative-network simulation is also outlined. The introduction of appropriate stabilising networks, to counteract system instabilities demonstrated by the computer study, is considered, and linear networks are employed in this application. The paper concludes with a brief review of the commissioning procedure and with an example of operational performance data.

Task complexity and IQ as variables in Piaget's problem of conservation.

In Piaget's genetic epistemological theory one dimension of cognitive development is reflected in how the child utilizes the principle of of discontinuous quantities (8). As used by Piaget, understanding of the principle of conservation involves understanding that the number or quantitative aspect of an aggregate is considered to independent of the spatial arrangements of the items or the material in the aggregate, e.g., if beads are moved from one container to another of smaller dimensions, the number of beads remains constant even though there looks to be a larger amount in the smaller container. In order to study of the conservation principle, Piaget presented children 4 to 7 years of age with two glasses of equal size and a number of beads. He put one bead into one glass while the child put one into the other, or he allowed the child to put one bead into one glass with one hand while putting another bead into the other glass with the other hand. Piaget then asked questions such as Which glass has more beads? to ascertain if the child one-to-one correspondence. He then poured the contents from a given container into another of smaller dimensions and asked the child whether there were more, fewer, or the same number of beads in the smaller one. If the child understood that there were still the same number of beads in the smaller glass, Piaget concluded that the child understood the principle of of discontinuous quantities. Piaget contends thte mastery of the concept occurs in three definite stages. In stage I, Absence of Conservation, the quantity of an aggregate tends to estimated on the basis of aspects of the perceptual situation that are irrelevant to the number of items. The number of items is judged to change as their spatial distribution changes. According to Piaget, the child in the first stage of reasoning is egocentric and judges on the basis of global properties or centers upon one aspect of a problem at a time. In stage II, Beginning of Construction of Permanent Set, there is a vacillating belief that alteration of the spatial arrangement of items does

Modern practice in power-plant auxiliary equipment and systems

THIS DISCUSSION of central-station auxiliary equipment and systems cannot cover the entire field of practice, but must touch only selected high spots. The particular points selected were chosen to include those items where the user may exercise judgment in choosing alternate arrangements of supply or items of apparatus, or where his specifications may influence apparatus design by emphasis on particular requirements.

Modern Practice in Power-Plant Auxiliary Equipment and Systems

THIS DISCUSSION of central-station auxiliary equipment and systems cannot cover the entire field of practice, but must touch only selected high spots. The particular points selected were chosen to include those items where the user may exercise judgment in choosing alternate arrangements of supply or items of apparatus, or where his specifications may influence apparatus design by emphasis on particular requirements.

The Effect of Directions and Arrangement of Items on Student Performance in a Test

Discussing the topic of directions for educational tests, Ruch points out that such tests are of achievement and not of the understanding of directions. Therefore, the directions should be simple, understandable, and complete. In this connection he says : < c The amount of detail needed will depend largely upon (a) the familiarity of the pupils with tests of the type being given, and (b) the ages or mentality of the pupils.1 Further : ' ' The exact phraseology is of small importance ; the main issues being clarity, completeness, and the generous use of samples to supplement the written instructions. ',2 In another place Ruch discusses the effect of arranging the items in order of their difficulty, suggesting this as a means of increasing the validity and reliability of a test. Of a test so arranged he says : * ' The items would become gradually and almost imperceptibly more difficult. They (the students) would finally work, with few delays, into the level of the test where they would be stopped by the limits of their abilities. The time allowed would be better distributed because they met the easy items first, answered them rapidly, and had most of their time left to think about the puzzling difficult items.3 The number series test of the Mathematics Aptitude Test, form X, of the Iowa Placement Examinations was used in the experiment reported here to determine the effects of improving directions and arranging items in order of difficulty.

The relation between objectivity and validity in the arrangement of items in rank order.

The relation between objectivity and validity in the arrangement of items in rank order.

The Optimum Order of Arrangement of Items in a Diagnostic Test

The Optimum Order of Arrangement of Items in a Diagnostic Test

The relative effect of three orders of arrangement of items upon pupils' scores in certain arithmetic and spelling tests.

The relative effect of three orders of arrangement of items upon pupils' scores in certain arithmetic and spelling tests.